A Corpus-based Study of Teachers' Feedback Commentaries on College Students' English Assignments

Danqing Zhang

doi:10.47297/wspiedWSP2516-250039.20250906

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A Corpus-based Study of Teachers' Feedback Commentaries on College Students' English Assignments

Volume 9, Issue 6

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A Corpus-based Study of Teachers' Feedback Commentaries on College Students' English Assignments
A Corpus-based Study of Teachers' Feedback Commentaries on College Students' English Assignments
Xi'an Eurasia University, Xi'an, Shaanxi, 710065
Vol. 9, Issue 6, Pages: 182-185(2025)
Published：24 June 2025
DOI：10.47297/wspiedWSP2516-250039.20250906
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Zhang Danqing.A Corpus-based Study of Teachers' Feedback Commentaries on College Students' English Assignments[J].Journal of International Education and Development,2025,09(06):182-185.
DOI：

Zhang Danqing.A Corpus-based Study of Teachers' Feedback Commentaries on College Students' English Assignments[J].Journal of International Education and Development,2025,09(06):182-185. DOI： 10.47297/wspiedWSP2516-250039.20250906.

摘要

Abstract

According to Leki (1990) and Hyland & Hyland (2006)

written feedback could offer potential value in facilitating students' future writing

and is one of the most popular approaches tutors used to communicate or interact with their students. This is because the feedback could offer a lot of informational comments

which could facilitate the students' writing ability and provide the opportunity for teachers to interact with students (Hyland

2003). In this circumstance

feedback is generally acknowledged as pedagogically useful to offer informational reactions and advice to facilitate the academic essay writing (Cohen & Cavalcanti

1990; Hedgcok & Lefkoeitz

1994; Hendricks & Quinn

2000). Besides the informational meaning

feedback is also regarded as the opportunity for teachers to express their "stance and beliefs" about writing and terminology in the academic writing (Hyland & Hyland

2001

p.187). As for teachers

the response to the students' writing is more than the form or content correction; it includes the "delicate social interactions" that could boost or destroy the effectiveness of the feedback and the pedagogical meaning (Hyland & Hyland

2006

p.187). For students

feedback is also one of the most favorite and acceptable methods in their learning process (Tee

2014).

关键词

Keywords

references

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